7th Grade Learning Objectives & Outcomes

7^th Grade Learning Expectations and Outcomes

S.M.I. General Expectations:

· show respect to teachers, students, and others at all times

· show respect for the property of others

· be prepared for class

· participate in class discussions

· take responsibility for your actions

· do your best

· demonstrate reverence during prayer and liturgy

7A Literature & ELA:

· Students will be required to read all texts assigned in and out of the classroom in order to participate in group discussions and complete supplemental assignments

· Students will take notes with their readings in order to increase comprehension and show accountability

· Students will learn grammatical skills and be able to apply them correctly in sentence.

· Students will be able to identify literary terms in any piece of literature; including setting, plot, characterization, symbolism, climax, rising action, falling action, imagery, personification, and more.

· Students will be able to use text-based evidence from the literature to support their claims in their writing

· Students will be able to determine a central theme or idea and develop it over the course of a text

7B Literature & ELA:

· Students will answer short response questions by restating with a topic sentence, answering the question with 2 to 3 details, citing with evidence from the text, and extending their answer by making a connection to self/text/world.

· Students will use the writing process (Prewriting, Rough Draft, Revising, Editing, and Publishing) to write various types of essays, such as Personal Narratives, Cause and Effect, Argumentative, Descriptive, etc.

· Students will read various genres of novels and answer higher level thinking questions.

· Students will be able to identify the literary elements found in a novel or passage, such as

o Characters: major, minor, static, dynamic, flat, round

o Setting: Using imagery to give a visual description

o Plot: Exposition, Rising Actions, Climax, Falling Actions, Resolution

o Theme: Find the moral of the story with supporting evidence from the text.

· Students will understand the difference between tone and mood and be able to identify each within a text with supporting evidence.

· Students will answer questions in complete sentences with correct capitalization and punctuation.

· Students will understand the difference types of figurative language found in a text (metaphor, simile, personification, hyperbole, idiom, onomatopoeia, alliteration) and apply figurative language into their writing pieces.

7A Math:

Students will be able to:

· Add and subtract on a horizontal or vertical number line

· Describe the additive inverse

· Apply the additive inverse

· Subtract using the additive inverse

· Add and subtract rational numbers

· Multiply using the distributive property as well as integers

· Divide using real-world problems

· Multiply and divide using rational numbers

· Convert a rational number to a decimal using long division

· Real-world problems involving all four operations with rational numbers

· Compute unit rates

· Decide if two quantities are in a proportional relationship

· Find the unit rate in tables, graphs, equations, diagrams, and verbal descriptions

· Represent proportional relationships by equations

· Explain what a point on a graph of a proportional relationship means

· Use proportional relationships to solve multi-step ratio and percent problems

· Strategies to add, subtract, factor, and expand linear expressions with rational coefficients

· Rewrite an expression to show an equivalent relationship to another expression

· Solve real-life problems posed with positive and negative rational numbers

· Use variables to represent quantities in real-world problems

· Solve word problems leading to inequalities and graphing

· Solve using scale drawings of geometric figures

· Draw triangles and identify their characteristics and properties

· Describe two-dimensional figures created from slicing three-dimensional figures

· Know/Use the formulas for area and circumference of a circle

· Use supplementary, complementary, vertical and adjacent angles to solve multi-step problems

· Real-world problems involving area, volume and surface area of two- and three-dimensional objects

· Use statistics to gain information about a population

· Use data from a random sample to draw inferences about a population with an unknown characteristic

· Assess the degree of overlap of two numerical data distributions

· Use measures of center and measures of variability to compare two populations

· Understand that the probability of a chance event is between 0 and 1

· Approximate the probability (Experimental probability)

· Create a model to determine the probability of events (Theoretical probability)

· Develop a probability model by observing frequencies in data

· Understand the probability of a compound event is the fraction of outcomes

· Represent sample spaces in organized list, tree diagrams and tables

· Design and use a simulation to generate frequencies for compound events

7B Math:

· Students will be able to identify and create with proportional relationships.

· Students will be able to identify and manipulate unit rate and constant of proportionality.

· Students will be able to manipulate ratios and rates involving fractions.

· Students will be able to identify and create with ratios of scale drawings as well as read and create scale drawings.

· Students will be able to add, subtract, multiply, and divide integers and rational numbers.

· Students will be able to apply operations with rational numbers to expressions and equations.

· Students will be able to use the property of operations to generate equivalent expressions.

· Students will be able to solve problems using expressions, equations, and inequalities.

· Students will be able to understand masterfully percent problems including more than one whole.

· Students will be able to identify, understand, and create population, mixture, and counting problems involving percents.

· Students will be able to identify and solve problems involving calculating, estimating, and interpreting probabilities.

· Students will be able to understand how to compare populations, random samplings, and estimate population characteristics.

· Students will be able to understand basic geometry concepts masterfully such as finding the unknown angle, constructing triangles, and slicing solids.

· Students will be able to masterfully find area and surface area in word problems.

· Students will be able to find the volume in simple polyhedrons.

7^th Grade Social Studies:

A. Gathering, Interpreting and Using Evidence

· Students will identify, effectively select, and analyze different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).

· Students will identify evidence and explain content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and potential audience.

· Students will define and frame questions about the United States that can be answered by gathering, interpreting, and using evidence.

· Students will describe and analyze arguments of others, with support.

B. Chronological Reasoning

· Students will identify ways that events are related chronologically to one another in time.

· Students will identify causes and effects from current events, grade-level content, and historical events.

· Students will identify and analyze the relationship between multiple causes and multiple effects.

· Students will distinguish between long-term and immediate causes and effects of an event from current events or history.

· Students will compare histories in different places in the Western Hemisphere, utilizing time lines.

C. Comparison and Contextualization

· Students will identify a region in the Western Hemisphere by describing a characteristic that places within it have in common, and then compare it to other regions.

· Students will describe historical developments in the history of the Western Hemisphere, with specific references to circumstances of time and place and to connections to broader regional or global processes.

· Students will identify and categorize multiple perspectives on a given historical experience.

· Students will identify how the relationship between geography, economics, and history helps to define a context for events in the study of the United States.

D. Geographic Reasoning

· Students will use location terms and geographic representations such as maps, photographs, satellite images, and models to describe where places in the Western Hemisphere are in relation to each other, to describe connections between places, and to evaluate the benefits of particular places for purposeful activities.

· Students will distinguish human activities and human-made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans) in the Western Hemisphere; identify the relationship between human activities and the environment.

· Students will identify and analyze how environments affect human activities and how human activities affect physical environments in the United States.

· Students will recognize and analyze how characteristics (cultural, economic, and physical-environmental) of regions affect the history of the United States.

E. Economics and Economic Systems

· Students will explain how scarcity necessitates decision making; employ examples from the Western Hemisphere to illustrate the role of scarcity historically and in current events; compare through historical examples the costs and benefits of economic decisions.

· Students will explain how economic decisions affect the well-being of individuals, businesses, and society; evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for different groups of people.

F. Civic Participation

· Students will demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints. Use techniques and strategies to be an active and engaged member of class discussions of fellow classmates’ views and statements, with teacher support.

· Students will identify and explore different types of political systems and ideologies used at various times and in various locations in the Western Hemisphere and identify the role of individuals and key groups in those political and social systems.

· Students will participate in activities that focus on a classroom, school, community, state, or national issue or problem.

7^th and 8^th Grade Spanish:

· Students will comprehend messages and short conversations when listening to peers, familiar adults, and providers of public services either in face-to-face interactions or on the telephone.

· Students will understand the main idea and some discrete information in television, radio, or live presentations.

· Students will initiate and sustain conversations, face to face or on the phone, with native-speaking or more fluent individuals.

· Students will select vocabulary appropriate to a range of topics, employ simple and complex sentences in present, past, and future time frames, and express details and nuances by using appropriate modifiers.

· Students will exhibit spontaneity in their interactions, particularly when the topic is familiar, but often rely on familiar utterances.

· Students will use repetition and circumlocution as well as gestures and other nonverbal cues to sustain conversation. exhibit more comprehensive knowledge of cultural traits and patterns

· Students will draw comparisons between societies.

· Students will recognize that there are important linguistic and cultural variations among groups that speak the same target language.

· Students will understand how words, body language, rituals, and social interactions influence communication.

7^th & 8^th Grade Physical Science:

· develop models to describe the atomic composition of simple molecules and extended structures

· gather and make sense of information to describe that synthetic materials come from natural resources and impact society

· develop a model that predicts and describes changes in particle motion, temperature, and phase of a substance when thermal energy is added or removed

· use evidence to illustrate that density is a property that can be used to identify samples of matter

· plan and conduct an investigation to demonstrate that mixtures are combinations of substances

· analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred

· develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved

· undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy during a chemical and/or physical process

· apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects

· plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object

· ask questions about data to determine the factors that affect the strength of electric and magnetic forces

· construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them

· conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact

· construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object

· develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system

· apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer

· plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in temperature of the sample of matter

· construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system

· make observations to provide evidence that energy can be transferred by electric currents

· develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave

· develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials

· integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals

7^th & 8^th Grade Life Science:

· plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells

· develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function

· construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis

· gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories

· construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms

· develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism

· analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

· develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem

· construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations

· construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems

· evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability

· use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively

· construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms

· develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism

· develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation

· gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms

· analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past

· apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships

· analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy

· construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

· use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time

7^th Grade Religion:

· Students will demonstrate their role as a disciple of Jesus

· Students will read through and discuss the Gospels and the New Testament

· Students will learn the significance of liturgy

· Students will identify the seven sacraments

· Students will recite mass responses and prayers so that they are able to properly participate in mass

· Students will lead each other every day in prayer and in the passages from the Bible

· Students will understand that God can reveal his will for us through our natural reasoning powers and through God’s gifts to us by nature.

· Students will understand God’s creation of the Old Law and the New Law.

· Students will understand the meaning of each basic Precept of the Church and will apply the Precepts to their own lives.

· Students will understand the role of scripture in bringing God’s will to humanity.

· Students will understand the role of sacred tradition in bringing God’s will to humanity.

· Students will understand that Biblical writers revealed heavenly truths through the power of God’s spirit.

· Students will understand the role of the Catholic Church in doing God’s work on earth.